Introduction
The purpose of this literature review is to examine the effects of class size reduction on student achievement at the secondary level. This literature review will look at studies conducted at the middle school and high school level internationally.
This topic has been studied for several decades and has proponents and skeptics. The theory behind class size reduction is that it alters the educational environment by decreasing behavior problems and increasing a positive learning environment. Ready (2008) suggests that with a smaller class size, negative externalities, such as behavior problems, are eliminated. Pritchard (1999) believes that the positive learning environment is achieved through the dynamics of relationships within the classroom. These relationships include teacher/student, student/parent, and teacher/parent. He poses that with reduced class sizes, teachers are more effective due to more time to plan, more room to teach within their classrooms, and more individual attention to help keep students engaged. Din (1999) had a similar theory that smaller class size would increase individual attention for students. Vygotsky’s (YEAR) Zone of Proximal Development suggests that we should assess students not based on what they can do on their own, but what they can do with help. The idea that lower class size might increase individual attention per student suggest that students may be more likely to be learning within their zone of proximal development and therefore, increasing achievement.
It is important to determine the potential impact that class size may have on student achievement so that this knowledge can be used when making future decisions about class size. Results of these studies should be utilized by school administration when determining class size at the middle and high school levels. If there is an increase in student achievement with class size reduction, students in districts that have bigger class sizes are at a disadvantage and may not acquire the same knowledge or skills as their peers in neighboring districts, thus impacting their future. If class size reduction has no effect on student achievement, districts could increase class size and put money towards other programs that might increase student achievement.
Literature review
In the following review of literature, I examined studies at the middle school and high school levels, both in the United States and internationally. Many studies within the United States were conducted in response to the seminal study-Project Star (1990) which was conducted in 1984 in Tennessee and looked at CSR effects on students in grades K-3. A total of 330 classrooms were studied with a variation of sizes: small, regular, and regular with an aide. This study found that 1st graders in a smaller classroom setting showed significant increase in achievement and the state adopted a 15 student limit on classroom size.
Middle School Studies
Studies conducted at the middle school level are not as extensive as the elementary level
and show mixed results.
Little to no effect. As a response to the STAR study in Tennessee, Florida launched the Florida class size reduction initiative. This student looked at Florida Comprehensive Assessment Test scores at both the district and school level from two groups of students: students in classes that were not reduced and students in class sizes that were largely reduced. The results showed minimal improvement from the students in the classes that had been largely reduced in size.
A study conducted in Norway by Leuvan, Oosterbeek, & Ronning (2008) examined the centralized exit exam scores for 9th grade students that had been in classes limited to 30 students since grade 7. The results showed there was no effect on achievement.
Altinok and Kingdon (2012) looked at TIMSS test data for 8th grade students from 41 different countries. While smaller classes had a significant positive effect in 20 countries, 7 countries actually showed improvement from bigger classes.
Akabayashi and Nakamura (2014) compared beginning and end of year scores for 6th grade students in English Language Arts. The used a value-added model to estimate causal effects and control for unobserved fixed effects and found that class size had little to no effect on student achievement.
Postive effect. Tienken and Achilles (2009) conducted a study in New Jersey that examined the effect smaller classes had on writing skills. They studied two class sizes: large (23-26 students) and small (12-18 students) The study was non-experimental, explanatory, and longitudinal. The study was conducted within one school site and a control group was used. The results were based on students writing assessment scores and found that students who had spent at least 3 years in smaller classes improved on their exams.
Dee and West (2011) also found that CSR had a positive effect on student achievement but looked at retention of cognitive skills rather than test scores. These skills included, work habits such as effort and self-control, and behavioral traits such as confidence and emotional stability. These cognitive skills were chosen because they are believed to lead to long term educational success. The study examined a population of 24,599 8th grade students from 1,000 U.S. schools. Dee and West used data from the National Educational Longitudinal Study of 1988 and found that students in smaller classes had significant increased retention of these non-cognitive skills. Nationally, there was a 4.6% increase in retention, while in urban schools, the retention rate was 7.9%.
Conclusion of middle grades. The results of the studies conduction on CSR at the middle school level are inconclusive, as there are mixed results showing little to no effect and positive effects. It should be taken into consideration that while no significant improvement has been found for test scores, improvement can be seen for subject specific studies (writing skills) and other traits.
High School Studies
Studies conducted the high school level are even less extensive than at the middle school
level and also show mixed results.
Little to no effect. Corak and Lauzon (2009) used PISA data to examine reading scores in Canada. Other portions of the test were not used. Using a randomized sample of 30,000 students aged 15 years, Corak and Lauzon found the results were inconclusive as some students showed improvement from CSR while others showed no change.
Another subject specific study was conducted by Wyss, Tai, and Sadler (2007) to study the lasting effects of CSR. For this study, 7,000 high school science students in 31 states were studied using their grades from their science classes as college freshmen. CSR was found to have no significant effect unless that class sized dropped below 11 students.
Owoeye & Yara (2011) conducted a study in Nigeria that included 50 secondary schools in both rural and urban communities. The study used results from the West African Certification Exam from 1990-1997 and found that CSR had no significant effect on student achievement.
Positive effect. Similar to studies conducted at the middle school level, some studies conducted at the high school level have also shown CSR to have a positive effect on student achievement. A Swiss study conducted by Bruhwiler & Blatchford (2011) used teacher questionnaires and test data from a combination of 26 primary and 23 secondary schools to determine the effects of class size reduction on student achievement. The results showed that reducing class size by one student increased test scores by a half percent. It is noted that Swiss schools have small class sizes to begin with, capping at 19 students, and therefore CSR can be beneficial even to small classes.
A Danish study was conducted by Heinsen (2010) in which he examined 9th grade students’ end of course exam scores for French. Heinsen found a linear increase in exam scores as class size was reduced from 20 students down to six students. Krassel and Heinesen (2014) also studies Danish students and examined 10th grade exit exams scores for Danish, math an English. Class size was found using registry data. They found that smaller classes showed a statistically significant but overall small effect on achievement.
Harfit (2012, 2013, 2014) conducted 3 separate studies in Hong Kong that examined the effects CSR had on student achievement. In his first study, Harfit (2012) studied student perspective on class size by interviewing 191 English students and observing secondary English classrooms. His findings were that small classes have better management, more time spent on task, better relationships, a sense of community, and students are more comfortable asking for help. In his second study, Harfit (2013) turned his attention to teachers’ perspective on class size. For this study, Harfit again used interviews and observations and also conducted case studies with 4 different teachers. His findings were that teachers changed their pedagogical practices in smaller classrooms and felt that they were better able to understand the needs of their students and felt a closeness to them. For his third study, Harfit (2014) looked at pedagogical changes made by teachers in smaller classroom settings. The changes made were based on recommendations from 43 10th grade students and included varying types of coursework and adding more group work. The results showed an increased sense of unity and belonging within the classroom, which is thought to increase student achievement.
Conclusion of High School. Similar to results seen in middle school studies, the effect of class size on student achievement for secondary school students were inconclusive. Brühwiler and Blatchford (2011), Heinesen (2010), and Krassel and Heinesen (2014) showed statistically significant improvements while Corak and Lauzon (2009), Wyss et al. (2007), and Owoeye and Yara (2011) showed little to no improvement.
Summary
While the results of studies conducted at the secondary levels have shown to be inconclusive, many proponents would still argue that “class size reduction is the simplest, most direct approach to improving student achievement” (Classes 2011), however the specific class size that would be most beneficial to student achievement is still be disputed. Skeptics of CSR would argue that due to the inconclusive results, the substantial cost of CSR is not worth the lack of definitive improvements and that there are better ways to achieve student achievement. Overall, the results of these studies have shown that smaller classes can have positive effects on student engagement and further study is required for effects on student achievement.